As a technology leader over the course of the last 17+ years, I rarely if ever have opted to totally disconnect for more than a day. Two years ago over a long weekend, we took the family to Sebastopol California and discovered we were out of range of cell for two days and to our surprise we absolutely loved the experience. With my young pre teen + teen, we play board games, watched good all fashion DVDs together, read, ate and shared space.
I found in the next year plus I longed for that type of experience again for myself and my now very busy teens. I took an opportunity to go five days in Joshua tree National Park totally unplugged offline. It was an amazing trip. The family did bouldering, photography, played card games, read books, played boardgames, and just spent time together sharing space. The value of disconnecting was huge as we found ourselves in great weather outside enjoying the day together.
It is amazing how fast our culture has changed with the infusion of all elements of our lives being managed and moderated by some form of technology. I believe in today’s culture with young people especially, the value of teaching them to put down devices and go off-line be at for a long weekend or even the ability to go for a full week in the woods, in nature, or out of cell phone range is in valuable for recharging and resetting the body.
I am thankful for the ability to have done that trip last week and encourage all of you to find moments where you too can experience the same type of option off-line for even a weekend.
I have been attending the East Bay Mini MakerFaire at the Park Day School in Oakland California for the last 4-5 years. This was the first year I experienced the event flying solo. It is very different to attend an event like this with my kids versus by myself. And walking around, I found myself more often than not struck by the enthusiasm and excitement levels of the kids then I was by the Makers themselves.
As a Chief Technology Officer in a medium size school district in the Bay Area I have an opportunity every day to infuse the Maker movement spirit into classrooms in small ways. I crowdsource a lot of information and share it out with the hope that teachers administrators and students will find nuggets among the resources.
Even though we are a mere 45 minutes from where the Maker movement sprouted as a magazine and then blossomed into an annual conference, there are still so many parents and educators in the area who have never heard of it. I have taken it as an opportunity to share my love and commitment to the Maker movement.
After 17+ years as an educator, I absolutely know there is no silver bullet. There are many approaches to achieving the learning objectives teachers, schools, and districts have with their students. The shift though, is a societal shift & classrooms need to modernize in order to remain relevant. No longer can we ignore technology, the impact of students that are creating content in their spare time, and curating content around passion projects. What historically had been a hobby or after school activity, must become integrated in the school day. Parents now have choice around where their children attend school and that also must be a consideration for our classrooms today, not tomorrow.￼
The spirit of the Maker movement does not mean high technology in classrooms. The spirit of the maker movement is instilling a sense of curiosity and risk in everything people do as part of the Maker movement. One of the most compelling examples I heard today was a Maker telling a young student to not worry about what it would look like at the end, but rather focus on the tactile and texture of the materials exploring what could be built. In classrooms, in small ways every day, teachers can do just that. To make the movement truly a cultural shift in schools, we must integrate it beyond pockets of excellence.
When I began teaching Maker projects with classroom teachers a number of years ago, my focus was to give them lesson plans and tools that they could deliver immediately with a level of comfort and that same sense of curiosity and exploration. In the past year, my shift has moved more towards administrators and parents in an effort to educate them about the value of the spirit of the maker movement in classrooms. I am hopeful that this new angle will instill the same sense of creativity and curiosity in them that I have seen bubble up in many teachers. Wish me luck……..
For many school districts in the Bay Area we are roughly 2 months into the school year. The honeymoon for our students has ended. We figured out our routines and strategies from the moment the day begins until the door closes. If were highly effective teachers, we are protecting our students from an extremely hostile environment. Daily on social media, in the news, and too often now in common interactions we are struggling with a wave of negativity that is rolling across the country. I don’t have a magic bullet. I don’t have any answers. But here’s what I have that I exercise on a daily basis: choice.
I am choosing every day how my day will go. Commuting for 30 minutes with my son down the 680 Corredor, we listen to mindful meditation to set the right intention energetically for both of us to begin the day. While he navigates extremely busy hallways in a middle school packed with students, I navigate a district dealing with extreme growth and challenges at every corner. I choose to be positive. It may not move a mountain. It may not make any difference for anyone around me. But it makes me personally feel better. It is simple-it is easy and I believe it is the right path. I encourage all of us to get involved in any way that we can to support one another during these difficult times. I think a lot about teachers all over the country that are struggling with very difficult conversations with their students and trying to find solace in the chaos. I’m thinking about you. I hope you can remain positive.
As a female who has been in the technology industry for approximately 17 years, I don’t have any answers. I do have all of the same questions as everybody else. How do we get girls involved in any industry that has been dominated by men? How do we reach girls in low-income neighborhoods and kids of color to even consider technology as a course?
So, rather offer my thoughts as to how we can do it, I want to pose a question. What do you think is a way to reach at-risk, low-income students of color, especially girls, to consider careers in technology?
If you want to access your Minecraft server from another class or lab, all you need to remember is the server IP. Check out this post: Minecraft teachers: server ?
To access IP, go to multiplayer, create “new”, add your server IP. If you don’t know how to find the server IP, it is in the server permissions file in your server folder.
This post from the MinecraftEDU Teacher listerv does a very nice how to set up mutiple MinecraftEDU Servers onto one computer. Very handy if you want to offer different servers to different courses…..play on…..How to set up multiple steps.
MinecraftEDU is a fairly new platform that is the brainchild of a teacher who began using Minecraft and found it’s value in the classroom. Upon initial review of Minecraft, if you were to just watch a video or observe the student using this JAVA platform game, you may wonder what the real value is and what’s the point? In interviewing a student on the value of Minecraft, if they are dedicated player, they can wax poetic for a very long period of time about the value that it can bring to the classroom. In Northern California, I’ve been following a movement around the use of Minecraft EDU in both classroom environments and afterschool programs.
Why do I love Minecraft? I love Minecraft because my eight-year-old loves Minecraft. He has catalogued 80+ hours of video watching various Minecraft GURU’s talk about their builds, their worlds, and their edits to mods. He can also add/modify code via command line which he began doing when he was seven.
As an introduction to the world of coding programs, Minecraft is a Java-based open platform (means it can me modified–think MODS). There is nothing in comparison with the exception of MIT Scratch for students in the K-12 setting.
Here are a few MinecraftEDU resources for anyone interested in evaluating this tool and integrating it into their curriculum. You can outfit a lab for a very low price and servers can be set up on another computer: It does not impact the infrastructure with TCO in an unreasonable way. Its very appealing in communities that may not have the money to buy a solution that can impact students in such a meaningful way. More on this topic to come…